PEP roles and responsibilities
People who attend a Personal Education Plan (PEP) meeting have specific roles and responsibilities.
澳门天下彩 Virtual School (BVS) Advisor
The BVS Advisor:
- assists with any queries with the set-up of the of the PEP Meeting
- supports and advises on the completion of the ePEP pages prior to the meeting if required
- attends the PEP meeting to support and facilitate with the PEP in complex situations. BVS workers will not attend all ePEP meetings
- if in attendance at the PEP meeting, will offer advice and guidance and will support with facilitating the meeting
- will sign off funding requests attached to targets
- will consider requests made for additional funding
- following the meeting, the ePEP will be quality assured and the final sign off of the ePEP completed with constructive feedback in the comments box.
This must take place within 4 weeks of the PEP meeting and before the end of the academic term - will reject the PEP within the 4 week sign off period, if further information is required for sign off
- will offer advice with regards to expectations of high quality and effective PEPs
- records any interventions in the Virtual School Interventions Section of the ePEP
- will record any relevant case notes on the Virtual School Case Recording Section of the ePEP, such as important/relevant emails or telephone conversations
Designated Teacher (DT)
The designated teacher has responsibilities to:
- make sure that the child or young person has input into the ePEP
The Young Person can:- complete Section B
- complete the Alternative Views Section on the ePEP
- attach a document/picture to the ePEP
- complete Section C of the ePEP:
- Attendance
- Attainment
- SEN Page
- Health and Emotional Well-Being Page
- draft targets
- gather feedback from the child or young person’s teachers. The DT must share this at the meeting to provide a basis for further discussion regarding progress
- make sure a suitable room is available for the meeting with computer and internet access, preferably with a screen for all to see
- facilitate the completion of the 14-19 plan with the young person and careers advisor, as appropriate by age.
- invite additional professionals to the meeting as appropriate. For example, the child or young person's Learning Mentor, Therapeutic Emotional Support Service (TESS) Worker or Education Psychologist
- upload all relevant documents. For example:
- the Education, Health and Care Plan (EHCP)
- target plans
- school reports
- copies of certificates
- upload any photos of the child or young person involved in school activities
Foster Carer (FC)
Foster carers will know the child very well, so their input to a PEP meeting is vital.
Foster carers will be asked:
- how they feel the child is getting on at school
- if they have any concerns about them academically
- about the things that they do while they are not at school, maybe clubs that they are involved in
- about home learning. There is an expectation that the foster carer is supporting the child with home learning
If a foster carer has access to ePEP (this is given through training), then Section D should be completed before the meeting.
Social Worker (SW)
The SW has responsibilities to:
- liaise with the DT to arrange a date for the PEP meeting. This must happen within 20 working days of coming into care or the change of education placement
- inform BVS for the initial ePEP to be set up, if the child or young person is new to care or does not have a school place
- inform the Foster carer or care placement of the meeting date and time
- complete Section A of the ePEP in detail, including:
- Care Information
- Contact Information
- checking that the care start date and legal status are correct
- upload any relevant documents, such as psychology reports or assessments
- mark Section A as complete on the Sign Off page, once complete
Further information
For more information and guidance, refer to the following documents:
Page last updated: 15 May 2024